The quality vs. the quantity of schooling: What drives economic growth?
This paper challenges Hanushek and Woessmann's (2008) contention that the quality and not the quantity of schooling determines a nation's rate of economic growth. I first show that their statistical analysis is flawed. I then show that when a nation's average test scores and average schooling attainment are included in a national income model, both measures explain income differences, but schooling attainment has greater statistical significance. The high correlation between a nation's average schooling attainment, cumulative investment in schooling, and average tests scores indicates that average schooling attainment implicitly measures the quality as well as the quantity of schooling.
Year of publication: |
2011
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Authors: | Breton, Theodore R. |
Published in: |
Economics of Education Review. - Elsevier, ISSN 0272-7757. - Vol. 30.2011, 4, p. 765-773
|
Publisher: |
Elsevier |
Keywords: | Cognitive skills Human capital Education Schooling Economic growth |
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